Student will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources.
Student will know the conventions of formal essay writing.
Student will be able to consider all opinions about their topic and be aware of their own opinion about their topic.
Maine Learning Results Alignment
Maine Learning Results: English Language Arts - C Research
C 1 Research
Grade 9 - Diploma Current Events Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.
Rationale: This lesson allows students to explore their own opinion about the topic they have been researching throughout the unit. They consider everything they found during their research and forming their own opinion based on their findings.
Assessment
Formative (Assessment for Learning)
*Students will be assessed based on the work they do in class.
Summative (Assessment of Learning)
*The final essay they have written and posted on a wiki page will be the summative assessment.
Integration
Social Science: Students will research a current event. Technology: Students will be using a wiki to post their final essays.
Groupings
Students will be working in the same groups they have been working in throughout the unit. They will be in groups of four and each person will have a role. There will be a recorder, a leader, an observer, and a runner. The roles may have changed, but the groups will be the same.
Differentiated Instruction
Strategies *Verbal:Group discussions. Spatial:Video Logical/Mathematical: Writing an essay is a step by step process that logical learners can follow. Musical:Have music playing in the background. Bodily-Kinesthetic:These students can be the runners for their groups.. Interpersonal:Group discussions Intrapersonal:These students can think about their opinion in contrast to other opinions they have found. They can think about why their opinion is what it is.
Modifications/Accommodations
*I will incorporate as many intelligences as I can into the lesson. I will consult students' IEP's, 504's, and ELLIDEP's if there are any, and make adjustments accordingly. Students will be warned that there are some very contraversial topics, but remind them that they are free to choose their own topic. Absent students will miss out on the group work, but will be able come in before or after school if they would like help choosing their topic or forming their research questions, or would simply like access to the resources in the classroom.
Extensions
*Students will use a wiki to post their final essay, and to give and receive feedback from other members of the group and the teacher.
Materials, Resources and Technology
Laptops
Paper
Pencils
Pens
This will be a one day lesson and will be a work day.
Source for Lesson Plan and Research
This lesson was created by Catherine Hall
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson meets this standard because students may choose the order in which they want to write their essay and how much detail they want to include, so each learning style is satisfied. The groups have been together for the entire unit, so students should feel that they are in a safe environment.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: All of the multiple intelligences are considered in this lesson. There are multiple opportunities during the lesson for each intelligence to be used.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: The students will be using a wiki to give and receive feedback and to post their final essay.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: The teacher walks around the room, answering questions and assessing student progress and needs during the class. She formally assesses students when she reads their final essays.
Teaching and Learning Sequence:
The room will be arranged in groups of four. Students may begin working as soon as they come in.
Agenda:
Explain what students will be doing that day (5 minutes)
Answer any questions (5 minutes)
Group work (65 minutes)
Save work and clean up (5 minutes)
Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. They need to be exposed to a variety of opinions and facts before they can develop their own opinions, and the only way to do that is to use a variety of sources. This lesson addresses the learning result Maine Learning Results: English Language Arts - C Research C 1 Research Grade 9 - Diploma Current Events Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation. To hook the students, the teacher will begin class with a song that will motivate students to work and get their project finished. What, Where, Why, Hook, Tailor: Musical
After the hook, students will continue working on their projects. The goal of this lesson is for each group to have their completed essay posted to the wiki. The teacher will walk around the room answering questions and helping students with any final touches they may need. Students will work in groups to finish writing their essay and posting it on the wiki. Equip, Explore, Rethink, Tailor: Verbal, Interpersonal, Logical/Mathematical
Once the essays have been completed, students will go back and make sure their citations and mechanics and usage are correct. They will ask any final questions of the teacher, and they will post their essay to their wiki page. There will be one page that has links to each part of the process so that students may see how each part of the process links to the next. After the work is done, students may talk in their groups about how their opinions did or did not differ, or they may reflect on the process and how their opinions related to others in their group by themselves. Equip, Explore, Rethink, Tailor: Spatial, Verbal, Interpersonal, Intrapersonal
Students will be evaluated based on how well their final essay turned out and how much of the work they completed along the way. Evaluate, Tailor: Verbal
UMF LESSON PLAN FORMAT
Teacher’s Name: Catherine Hall Lesson # : 6
Grade Level: 9-12 Topic: Current Events
Objectives:
Maine Learning Results Alignment
C 1 Research
Grade 9 - Diploma Current Events
Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation.
Rationale: This lesson allows students to explore their own opinion about the topic they have been researching throughout the unit. They consider everything they found during their research and forming their own opinion based on their findings.
Assessment
*Students will be assessed based on the work they do in class.
*The final essay they have written and posted on a wiki page will be the summative assessment.
Integration
Technology: Students will be using a wiki to post their final essays.
Groupings
Differentiated Instruction
*Verbal:Group discussions.
Spatial:Video
Logical/Mathematical: Writing an essay is a step by step process that logical learners can follow.
Musical:Have music playing in the background.
Bodily-Kinesthetic:These students can be the runners for their groups..
Interpersonal:Group discussions
Intrapersonal:These students can think about their opinion in contrast to other opinions they have found. They can think about why their opinion is what it is.
*I will incorporate as many intelligences as I can into the lesson. I will consult students' IEP's, 504's, and ELLIDEP's if there are any, and make adjustments accordingly. Students will be warned that there are some very contraversial topics, but remind them that they are free to choose their own topic. Absent students will miss out on the group work, but will be able come in before or after school if they would like help choosing their topic or forming their research questions, or would simply like access to the resources in the classroom.
*Students will use a wiki to post their final essay, and to give and receive feedback from other members of the group and the teacher.
Materials, Resources and Technology
- Laptops
- Paper
- Pencils
- Pens
This will be a one day lesson and will be a work day.Source for Lesson Plan and Research
Maine Standards for Initial Teacher Certification and Rationale
Rationale: This lesson meets this standard because students may choose the order in which they want to write their essay and how much detail they want to include, so each learning style is satisfied. The groups have been together for the entire unit, so students should feel that they are in a safe environment.
Rationale: All of the multiple intelligences are considered in this lesson. There are multiple opportunities during the lesson for each intelligence to be used.
Rationale: The students will be using a wiki to give and receive feedback and to post their final essay.
Rationale: The teacher walks around the room, answering questions and assessing student progress and needs during the class. She formally assesses students when she reads their final essays.
Teaching and Learning Sequence:
Agenda:
Explain what students will be doing that day (5 minutes)
Answer any questions (5 minutes)
Group work (65 minutes)
Save work and clean up (5 minutes)
Students will understand that finding the answer to a research question requires the use of a variety of primary and secondary sources. They need to be exposed to a variety of opinions and facts before they can develop their own opinions, and the only way to do that is to use a variety of sources. This lesson addresses the learning result Maine Learning Results: English Language Arts - C Research C 1 Research Grade 9 - Diploma Current Events Students develop research questions and modify them as necessary to elicit, present, and critique evidence from a variety of primary and secondary sources following the conventions of documentation. To hook the students, the teacher will begin class with a song that will motivate students to work and get their project finished. What, Where, Why, Hook, Tailor: Musical
After the hook, students will continue working on their projects. The goal of this lesson is for each group to have their completed essay posted to the wiki. The teacher will walk around the room answering questions and helping students with any final touches they may need. Students will work in groups to finish writing their essay and posting it on the wiki. Equip, Explore, Rethink, Tailor: Verbal, Interpersonal, Logical/Mathematical
Once the essays have been completed, students will go back and make sure their citations and mechanics and usage are correct. They will ask any final questions of the teacher, and they will post their essay to their wiki page. There will be one page that has links to each part of the process so that students may see how each part of the process links to the next. After the work is done, students may talk in their groups about how their opinions did or did not differ, or they may reflect on the process and how their opinions related to others in their group by themselves. Equip, Explore, Rethink, Tailor: Spatial, Verbal, Interpersonal, Intrapersonal
Students will be evaluated based on how well their final essay turned out and how much of the work they completed along the way. Evaluate, Tailor: Verbal